-..
HOW MUCH ETHNOCENTRISM EXISTS IN THE COLLEGE CLASSROOMS AND WHAT EFFECT DOES ETHNOCENTRISM HAVE ON LANGUAGE BARRIERS?
By Eric C. Talaska
A PROSPECTUS
Communication Dr. Mollie Condra
USING ETHNOMETHODOLOGY
University of Arkansas December 7, 1993
INTRODUCTION
Because
of the impracticality
of the world adapting
of all or most countries
a univer~a.g.e-
oystem::-in ~~
the near future,
language
barriers
and ethnocen~m
~
-I-w-o
<"-
will continue
to cause problems
well as outside
the classroom.
on ethnocentrism
and language
classrooms students
in the classroom
rt1)b~
This study will focus barriers
in order to understand
and thus allow further
corne up with solutions
~
as
~
in college
the attitudes
research
~.,h.+-
of the
~~ be-
VO~ ~ ~U_
into ways to
to the problems.
REVIEW OF LITERATURE ~
Not-v~
studies have ~ee~
ethnocentrism
""'~ "Ee-"-m because
~
S ('~
as a cause of language
of ethnocentrism
economy
this proposal
following
perhaps
all, most
a culture
unlike
lives.
arising
their
of increases /L..
~
,
Some good reasons with ethnocentrism ~so
dOing_!e
in this multilingual
should have many similar
it because
everybody's
I '"
about
- own unless it is relevant to their personal lives.
world,
(l
barriers,
its~After
reluctant-~:tudY
With a global
~~-\..n.v\.J.
reported
to review literature
can accomplish
know ledqe of ourselves
~
unconscious
in relevance
to
bo ~
and language
, .:J-
studies
barriers
two things:
by revealing
that deal
is because
(a) Broaden
some of our own
~~~
heretofore
communicative
acts;
almost insurmountable
understanding
by
(
(b) clear away obstacles
in the cross-cultural
process
to (Shrope,
'Z)_b ~..v ~
Cc:.v:f-
~
+4-t-
2
1974) . The relationship communication
patterns
of social structure
and
suggests
for a
typology
of speech communities
analysis
and display
which might allow
of patterns
level, and thus contribute communication
the similar
interaction
among the students.
compared
students
of natural
and beliefs
analysis
languages
capability
been concerned of members'
of the lexicon and
"tacit resources"
interaction
which
specifies I
Co.u.Âťe-ii.--Grant RR r49o/1
have
or background
of orderly
of a communicative
the role of such tacit
1979). ~That
(BriWsh)
of
for some time with the
and with the description
(Psa thas
of our
Ethnomethodologists
for the production
by _!Jleaward-O-t
in
as
but also our knowledge
"machinery"
resources
that we employ
and comprehension
about the world.
understandings"
to study
due to consistency
not only our knowledge
our syntactical
that as
in the study of the
for the production
utterances
I interpret
interact.
It is a commonplace
resources
in
the types of
can be less confusing
the way students
similarly
reduces
to the average person
pragmatics
Accor'
levels of experience
college
students
theory of
1982).
traditional
meaning
at a more
to general
(Saville-Troike,
Saville-Troike,
dimensions
data
'ao
T..
mad,. pOliS ibl
Soaial Science Research
--..
(Community
Reactions
to
e
3
Deviance") relates
and is helpful
in understanding
to ethnomethodology.
RESEARCH
PROBLEM
The question
of how much ethnocentrism
its effect on language
barriers
classrooms
is very important
prospectus
followed
Many problems language
in college
by a study for several
among
exist. -Begeral
exampTeÂŁ
language
(ESL).
difficulties
cannot be understood
instructors
and
level
and
are applicable
well.
that have English
ESL students
reasons.
where ethnocentrism
One example would be especially
if the instructor
exists
to examine via a
arise in classes
barriers
~s1DI~
typical
how language
That is as
also often have
in communicating
with other students
faculty. One or more theories ethnocentrism,
need to be made about how
the emotional
ethnic group, nation,
culture,
superior
to all others,
barriers
in a multilingual
class.
are ethnocentric,
effectively
and efficiently
How much ethnocentrism
barriers.
to effectively Ethnocentrism
proposed
is
communication
If students
a motive
and or
to communicate
may be severely
blocked.
exists needs to be
conclude
its impact on language
should be weighed ;;~
other causes of language
that one's own
(and language)
may facilitate
instructors
measured
attitude
barriers.
study can this weighing
C\oO
against .......
Only after the
take place accurately.
-~
4 METHOD /
.__----.:?
PROCEDURE
~t~
~k-
0\"".1'
ObViOUSly,~methodOIOgy in a prospectus proportion
involving
ethnocentrism
inferences
the social context
methodical
are heavily
of community
social organization
influenced
members
attention
attitudes
they display. and faculty.
where
ESL members and
of ethnocentrism.
because
they heavily
of this research
of Arkansas
descriptions
barriers
influence
about the levels of ethnocentrism
All members
occur naturally
as a
language
refer to students,
Objective
Specifically,
college
"Members"
from the University
language
social
of this study are to get as much
as ESL members
ESL members'
in the
of cUltural~
by their native
thus are prone to some degree Non-ESL
interested
This method correlates
unique community
in
and communicative
as the encoder
and reflections
organizations.
of communication
research.
are primarily
use of language
beliefs
and
is the aim of this ethnographic
Ethnogrophers ritual
patterns
will
for reasons
Description
of enthnocentrism
barriers
communication
more emphasis
method.
about student's
to use
in a large
rather than arguing
why it is the appropriate
language
is appropriate
of the study; therefore
be placed on the method
pIO
are to be
at Fayetteville.
of ethnocentrism
will be measured
in the university
the fieldwork
instructors,
and
in the field as (an institution).
will be limited to
~~ P \ _y~rs~F~ if ~
5 classrooms.
V'
The classrooms will have at least on~ so selectivity
is already
in effect.
members
are needed to study language
because
ethnocentrism
reliable
members
an emic
(internal
(external
interview)
observational)
sophisticated
entry"
is easy for myself,
approach
and
Testimony
the primary
while an etic
will be the most research
method.
researcher.
setting
A friend
to be a secondary
He will use the same method
data will be combined
from
will be included via
into the social classroom
of mine from India is willing researcher.
barriers
approach
and time consuming
"Gaining
One or more ESL
should be higher.
of the classrooms
member,
I will and his
with mine to aviod a sujective
and biased theory. No theory will be reached what previous
inquiries
until findings
already have revealed
thereafter
data will no longer be gathered.
a grounded
theory will be sought,
that emerges without
from data.
a theory
manner.
contradictions
in a rather creative
in the data.
conclusions,
researcher's
knowledge.
~dl
and free
to encapsulate
have learned to identify
arise, they can be resolved tentative
In essence,
that is, a theory
will be written
what both researchers
and
That data will be collected
in mind
A memoranda
repeat
If any contradictions via furthur
and spotting
inquiries,
gaps in the
I?
._ 6
Observation
research
data gathering
This "realism" university
physics
will be a regular class of which physics
class
approach
class of which my research student
is expected
taught by an instructor The researchers
in a
partner
algebra ~
The
to be taught be a professor class
is expected
to be
from the Pacific Rim.
will be covert and complete
observers
should arise unless Permission
of and a college
I will be a regular student
from India and the algebra
participant
will be conducted
by nature.
No ethical
concerns
names are used in the final report.
may be sought to publish
names,
if needed.
Most people have no access to research
in a college
classroom.
and ethically
research
Only students
without
What
being under suspicion
into categories
how ethnocentrism
observation,
observation
is communicated.
barriers
and finally a selective
Careful
how students instructors.
correct.
should be easier to collect
data about than ethnocentrism sense.
Care
observation,
in order to be ethnographically
Language
and
to infer patterns
be taken to start with a descriptive a focused
of doing so.
is said and done will be recorded
later divided regarding
can covertly
interpretations
in the observational need to be made about
interact with each other and their Reliability
direct participation
is facilitated
of the researchers.
because
of the
7
Interview
research
method
The questions
of "how ethnocentric
consider
yourself
barriers
do you encounter
particularly students
to be and why?" and "What language at the university,
in the classroom?"
in the classrooms
researchers
will briefly
researching
ethnocentrism
goal is to discover the research
in an informal manner.
say they are working and language
to be key informants
to network
in duplicating
university
will be considered language
similar
focus on interviewing interviewing
on The
think and feel about will be
and will be encouraged
the interview
process.
The
to be the "grass hut":
barriers
is greater
to themselves,
The
barriers.
All classmates
considered
Since rapport
will be asked to most
what students
questions.
the place where
do you
affect academics.
among people who are
the researcher ESL students
from India will
and I will focus on
native
English
students.
should be carefully
planned
to avoid an ethnocentric
or biased employ
appearance.
Trust
in order to receive
The wording
is a key concept
accurate
~
to
responses.
CONCLUSION Ethnographic the student's naturalistic
observations
patterns
will be used to study
of communication
setting while ethnographic
be used to study the student's interpretations
personal
of their communication
bahavior
in a
interviews reports behaviors
and in
will
dl-
!
8
the college
classrooms.
Research is becoming increase
in ethnocentrism
more important
in international
enrollments.
and language
than ever before business
This investigation
in the classroom
can give us key information
limitations
and implications
problems
processes
related.
due to the
and ESL student
environment
communicative
barriers
involved
about the
in such
and lead us to solutions
to the
..
_
REFERENCES G. (1979). Everyday
Psathas,
language:
ethnornethodology. New York.. Irv1ngton ' S
Studies
in
Publish er s .
'1
M. (1982) . Th e ethnography
aV1 le-Troike,
of
communi t' 1n. Bas1l ~==~~c~a~1~o~n. Great Brita'路 ' Blackwell
Sh
rope, W.A.
L
td.
(1974). ~~~~~~~i~n~c~o~m~rn~u~n~i~c~a~tli~o~n. Experiences
New York/Chica go Is. an Francisco/Atlanta.' Harcourt Brace Jovanovich , Inco
~
r
0.-
~~
Sr+=s
-Lf~~ bvt
'P""" ",,',"
40
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s~.
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